Teach English in Mingcun Zhen - Qingdao Shi

As a relatively new teacher with very limited teaching experience,I have quickly come to understand the important value of games as a core teaching methodology in any English Speaking Language (ESL) classroom. Games incorporated through lesson activities have provided the platform for critical thinking and problem solving amongst the students. Games used in a lesson have also been useful for increasing motivation to use the target language. Games have also been invaluable in developing teamwork within the classroom. Games have encouraged involvement and participation which is a good strategy for effective learning. One of the important elements of games in the classroom are games help to develop crucial critical thinking and problem solving skills in students. These skills help students to more effectively learn the new language. In observation this is particularly relevant to teaching english to young learners who have been over exposed to rote style of learning where their knowledge of the language is extensive however, their ability to problem solve and to use the language in free form activities, is limited and difficult. In my experience games are helping to unlock the children’s critical thinking skills which are key to advancing their skills and abilities in using english as a second language. Games are helping to increase motivation and have been a great tool to have the students unconsciously using the target language. Basically students are not aware they are using the target language. Games seamlessly help to add practice in the language skills and have been useful to help students practice special communication objectives. Games incorporated into recent lesson plans have been useful in aiding the development of teamwork skills in the classroom. Wilson McCaskill from Plays is the Way(1) states that “ well constructed and executed games can encourage children to use the skills to advantage others in the pursuit of achieving a common objective”. Games incorporated into lessons over a sustained period have helped to strengthen the skills of teamwork and cooperation in the classroom and have helped the children to manage relationships. These collaborative skills learnt in the game playing are then effectively incorporated into more difficult group work or pair work activities structured around more formal study activities. When using games in the ESL classroom the students learn the language and have fun at the same time, even shy or introverted children join into the activity in some form. I have witnessed first hand a very quietly spoken child raise her voice volume intentionally to succeed in a language game and win against other more outspoken confident children in the group. It is likely that the courage she uses to speak louder in the game will unconsciously help her to like the sound of her own voice and develop greater confidence is speaking the new language. Games which include moments like this also provide great opportunities for the teacher to use positive reinforcement techniques. This experience shows it is evident that games help to reduce anxiety in the ESL classroom and any anxiety the student may have towards new language learning. When games are used the focus is not on the student making a mistake, the focus during the game is on participation, so the student can relax and join in confidently practicing the language element. Successfully executed games can also be enjoyable for the teacher. Keeping lessons simple and enjoyable in an ESL classroom is a challenge. In my experience modified games have helped the lessons that I am having to draw from a prescribed course book, from becoming ordinary and boring. Games have also been useful in the ESL classroom to encourage the students to take responsibility for their own learning. The children and this would likely also be relevant for adolescent learners and adult learners can easily learn unconsciously, self correcting not only themselves but encouraging their co learners at that same time. Learners are not focused on the language but the outcome of the game. Games in my experience should be organic in execution and allowed to take on a natural flow and process. As a new teacher I have concluded that its important to not be attached to the outcome of a perfect game as it is highly unlikely that a game will be played or end as you have designed it. In practice I have witnessed students modify a game of Go Vocab, a vocabulary game developed around the game Go Fish. Rather than correct or interrupt the students I simply observed and listened to them discuss their new rules in their native language and then successfully start using the vocabulary in english to complete their version of the game. A teachable moment for the students and the teacher! Understanding the value of games in the ESL classroom setting and their use as a valuable methodology for teaching english is paramount to not only being an effective teacher but games will help to build my confidence in the classroom setting. I lot of effort is required to maintain motivation for the students and the teacher. Many educators agree that it is perhaps the knowledge and skills acquired through games based learning are retained easier than other methods. In conclusion from my perspective as a relative inexperienced teacher games are very important tools in an ESL classroom and can be incorporated effectively into many stages of the lesson plan. From the warm up and engage phases and the activate stage of a lesson. What students may see as a reward is actually a clever technique for them to practice their new language skills . Games will be a key element of all my future lesson plans and my endeavours as a teacher of english as a speaking language. Understanding the important value of games as a teaching methodology and the outcomes they can promote will ensure that i research how typical games can be modified and used in future lessons whether teaching young children, adolescents, or adults. Games are a very valuable teaching methodology in the ESL classroom. __________________________________________________________________________________________________________________________ (1) PLAY IS THE WAY® is a practical methodology for teaching social and emotional skills using guided play, classroom activities and an empowering language, https://www.playistheway.com.au/